Eighth+Grade+Monthly

=Monthly Point of View...=

Teachers in attendance:

Where are you on your long-range plans, pacing, and content standards?

After the analysis of your most recent assessment, how will you address student strengths and weaknesses?

How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?

Where did this week’s learning goals fall within Bloom’s Taxonomy? In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment.

Comments ~ Concerns ~ Needs (resources) ** Teachers in attendance: ** // 8-1.4 // // 8-1.5 //**// Summarize the significant changes to South Carolina’s government during the colonial period, including the proprietary regime and the period of royal government, and the significance of the Regulator movement. //** // 8-1.6 //**// Explain how South Carolinians used natural, human, and political resources to gain economic prosperity, including trade with Barbados, rice planting, Eliza Lucas Pinckney and indigo planting, the slave trade, and the practice of mercantilism. //** After the analysis of your most recent assessment, how will you address student strengths and weaknesses? 9/30 // Test analysis, USA test prep for remediation, After-school tutoring, review of items missed by significant number of students (by standard) //
 * Pearman, Goldsborough, Case **
 * 9/30 **
 * Where are you on your long-range plans, pacing, and content standards?9/30 **
 * // Explain the growth of the African American population during the colonial period and the significance of African Americans in the developing culture (e.g., Gullah) and //****// economy of South Carolina, including the origins of African American slaves, the growth of the slave trade, the impact of population imbalance between African and European Americans, and the Stono Rebellion and subsequent laws to control the slave population. //**

How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? 9/30 // Yes: Supplemental material for note-taking; graphic organizers, grouping, tutoring // Where did this week’s learning goals fall within Bloom’s Taxonomy? 9/30 // Knowledge, comprehension, application, analysis, synthesis, evaluation // // Essential questions, map activity (cause and effect; how the Township Act lead to the Circuit Court Act) //

// Test and activities – comprehension, application, analysis // // Quizzes; knowledge level // // Essential questions ask students to research, analyze, synthesize and evaluate information on a given topic. //
 * In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment.**
 * 9/30**

Comments ~ Concerns ~ Needs (resources) =Monthly Point of View...=

Teachers in attendance: Case, Goldsborough, Pearman

Where are you on your long-range plans, pacing, and content standards? We are currently covering the American Revolution and hope to end it soon with an American victory!

After the analysis of your most recent assessment, how will you address student strengths and weaknesses? Re-teaching, tutoring and rebound.

How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? We made graphic organizers, writing and creating Prezi's and Glogs

Where did this week’s learning goals fall within Bloom’s Taxonomy? Analyzing, evaluating and creating In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment.

Comments ~ Concerns ~ Needs (resources)